Meden School

Inspection of Meden School Burns Lane, Warsop, Mansfield, Nottinghamshire NG20 0QN

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Sixth-form provision Good Previous inspection grade Good 27 and 28 June 2023

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What is it like to attend this school?

This is a school where all staff want the very best for their pupils. Leaders have a clear vision. They are ambitious for the school. Pupils study a wide range of subjects. The curriculum has been carefully designed so that pupils achieve well, including pupils with special educational needs and/or disabilities (SEND).

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What is it like to attend this school?

Bullying is not tolerated. Pupils say that when it happens, staff take it seriously and act swiftly to resolve any issues. Pupils learn what bullying is. They know how to report any concerns.

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What is it like to attend this school?

Pupils behave well and get on well together. The atmosphere in lessons and around the school is calm and purposeful. Pupils respect themselves and each other.

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What is it like to attend this school?

Pupils enjoy school and feel safe. They know that their teachers have their best interests at heart. Teachers listen to their opinions. Pupils are engaged in their learning. They demonstrate the school’s ethos, which is to have high aspirations of themselves, the school and the community. Many parents and carers believe the school has high expectations for their children.

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better?

The curriculum sets out the knowledge that pupils should learn in each subject. Leaders have considered the order in which pupils will encounter new learning. They build pupils’ knowledge and skills over time. This helps pupils to achieve well.

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better?

Leaders have designed a curriculum that creates wider opportunities for pupils. They want pupils to have an education that is the ‘window to the world’. Leaders also want pupils to make a positive difference to their community. They have ensured that the curriculum reflects the context of the school. For example, the geography curriculum considers what it is like to live in Warsop.

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better?

Pupils settle quickly into their learning. Teachers’ subject knowledge is good. They ask questions that help pupils to develop their understanding. In lessons, teachers frequently remind pupils what they have learned previously. This helps pupils remember their learning over time. The majority of teachers share important knowledge clearly. They provide pupils with opportunities to discuss their learning and answer questions. Consequently, pupils are developing their oracy within their lessons. Teaching assistants understand their role and provide effective support.

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better?

Teachers promptly identify pupils’ misconceptions and correct them. They use their knowledge of pupils’ understanding to decide next steps for learning. Pupils say that ‘teachers like their job’, and as a result, pupils and staff have positive relationships.

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better?

The reading curriculum is ambitious. All subjects support pupils’ reading. Most pupils feel confident to read aloud and interpret texts. The English curriculum creates opportunities for pupils to read various authors, as well as poets. Staff provide extra 27 and 28 June 2023

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support for pupils who enter the school with weaker skills in reading. This helps them to improve their reading. However, some pupils rarely read outside of lessons. They do not receive the opportunity to practise and develop their reading fluency.

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Staff feel that leaders consider their workload and well-being. They feel that leaders respond well to staff feedback. One teacher summed up the views of many when they said, ‘It is a lovely place to work. A place where you are valued by everyone.’ Leaders provide high-quality training for early career teachers.

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Leaders in the sixth form have established an effective curriculum. Students take on opportunities to develop beyond the classroom. Some students help younger pupils to practise their mathematical skills. Students said that they enjoy their sixth form. One student reflected the views of many by saying that they are ‘proud of the family feel and enjoy the small size and personal care.’

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The personal development programme is well planned. Pupils and students learn the importance of knowing what is right and what is wrong in modern Britain. Pupils and students said that they value their tutor time. They are mature in how they approach sensitive topics.

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Leaders have created a clear vision for behaviour. They keep detailed records. They use this information to teach pupils the ‘Meden way,’ which is ‘always doing the right thing, even when no-one is watching’. The majority of pupils achieve this. Pupils’ behaviour is good.

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Attendance at the school is improving. However, the attendance of pupils with SEND is not as strong as others in the school. Leaders continue to work hard on this issue.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders ensure there is a strong culture of safeguarding in the school. They have put rigorous systems in place to ensure that all safeguarding concerns are recorded and acted on. Staff and governors receive regular training and updates and have a good understanding of the risks that pupils face. They work closely with external agencies to get pupils the right help.

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Safeguarding

Leaders’ safeguarding checks of alternative providers are rigorous. Leaders check the suitability of staff carefully before they start working with the school.

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Safeguarding

Pupils are given many opportunities in the curriculum to learn about safety, for example how to have positive and healthy friendships. One pupil echoed the views of many when they stated, ‘Meden is special because of its safeguarding.’ Pupils and students feel safe in school. 27 and 28 June 2023

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(Information for the school and appropriate authority)

 Pupils who enter the school with reading skills that are below the average are given effective instruction to help them catch up. However, they rarely read independently or for pleasure. As a result, they do not practise and consolidate the knowledge and skills of reading fluency. Leaders should ensure that all pupils are encouraged and supported to develop a love and enthusiasm for reading.  Pupils’ attendance at the school is improving. However, the attendance of pupils with SEND is not as strong as the rest of their peers. Leaders must continue their ambitious plans to ensure that the attendance of pupils with SEND improves.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 27 and 28 June 2023

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School details

Local authority Nottinghamshire County Council

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provision

Number of pupils on the school roll 1,028

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sixth form

Date of previous inspection 4 October 2017, under section 8 of the Education Act 2005

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Information about this school

 The headteacher has been in post since November 2019.  The school is part of the Nova Education Trust.  The headteacher works closely with the Nova Education Trust’s director of school improvement.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 7 to 13 with information and engagement about approved technical education qualifications and apprenticeships.  The school uses eight alternative providers. Six of these providers are unregistered.  The number of pupils on the school’s roll has increased significantly since the school’s previous inspection. 27 and 28 June 2023

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher, senior leaders and other leaders, including the special educational needs coordinator.  The lead inspector met with trust leaders and governors, including the chief executive officer, the director of school improvement, the chair of governors and a parent governor.  Inspectors did deep dives in six subjects: English, science, mathematics, geography, history and modern foreign languages. For each deep dive, inspectors met with curriculum leaders to discuss the curriculum, visited a sample of lessons and considered pupils’ work. They spoke with pupils and teachers. They heard pupils read. On the second day of the inspection, inspectors examined the

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Information about this inspection

curriculum in a wider range of subjects, including physical education, art, music, engineering, criminology, hospitality and sports science.  Inspectors met with groups of pupils from a range of different year groups, including pupils with SEND. They spoke with pupils informally and observed the behaviour of pupils during social times.  An inspector spoke by telephone with several alternative providers used by the school.  Inspectors evaluated the effectiveness of safeguarding arrangements by reviewing the school’s record of pre-employment checks, holding discussions with the designated safeguarding lead, staff and pupils, and reviewing documentation relating to safeguarding.  Inspectors took note of the responses to the online questionnaire, Ofsted Parent View, and Ofsted’s survey for staff. They also considered the responses to the school’s own survey for pupils.  Inspectors reviewed a range of documents, including the school’s self-evaluation

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Information about this inspection

and school improvement plan. They considered information about pupils’ attendance, behaviour and suspensions, and about the wider curriculum.

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Inspection team

Sally Wicken, lead inspector Ofsted Inspector

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Inspection team

John Harrison Ofsted Inspector 27 and 28 June 2023

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Ellenor Beighton Ofsted Inspector 27 and 28 June 2023

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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